This study examined the effects of special interest area(SIA)-based play activities, implemented in an inclusive kindergarten, on the social interactions and restricted and repetitive behaviors(RRBs) in young children with autism spectrum disorder(ASD). Three young children with ASD and their peers participated in this study. After systematically assessing each child’s SIA, inclusive play activities incorporating the identified SIA were implemented as interventions in large- and small-group formats. The effects of the intervention were evaluated using a multiple-baseline design across participants. The results showed that all three participants exhibited increased social interaction rates and decreased RRB rates. These effects were generalized to other settings and maintained for four weeks post-intervention. These findings suggest that the SIAs of young children with ASD can be effectively utilized as an educational resource in inclusive kindergarten settings.

This study qualitatively examined the employment experiences of autistic designers in a South Korean company providing strength-based support at the organizational level. The experiences of 12 autistic employees (mean age = 27 years old, 83.3% male), 12 parents, and 5 non-autistic employees were examined using semi-structured interviews and multi-perspective interpretive phenomenological analysis. Four superordinate themes emerged: the impact of inclusive support systems, views on autistic characteristics, empowering employment experiences, and associated outcomes. Results emphasized the importance of organization- and individual-level support in shaping the employment experiences of autistic and non-autistic employees. While autistic characteristics served as facilitators and challenges of autistic employees' employment experiences, they contributed to the company's overall success. A sense of belonging, competency, and agency motivated autistic employees; their employment outcomes involved perceived changes in autistic characteristics, enhanced quality of life, and positive autistic self-identity. The findings suggest that the implementation of neurodiversity-based support at the organizational level allows autistic employees to leverage their unique characteristics as strengths regardless of support needs and benefits all employees. Future research should explore cultural influences, assess generalizability to other vocational contexts, and investigate the impacts of adopting neurodiversity in the workplace to create inclusive environments that maximize the career potential of autistic employees.Lay AbstractAutistic people have difficulties obtaining and maintaining jobs. This study looked at the experiences of autistic designers working in a South Korean company that supports autistic people at the company level. We wanted to understand how the autistic individuals' jobs and the support they received influenced their lives. We interviewed autistic employees, their parents, and non-autistic coworkers. We found four important themes: how they felt about the support systems, their thoughts on being autistic, the experiences they had at work, and their employment outcomes. Both company and individual support were crucial for the company. Autistic characteristics sometimes created challenges, but overall, they contributed to the company's success. Feeling like they belonged, being good at their jobs, and having control over their work made autistic employees feel empowered. Working at this company led to positive changes such as reducing certain autism-related challenges, improving their quality of life, and feeling good about being autistic. These findings suggest that companies should support autistic employees not only on a personal level but also as part of the company's culture. Thus, autistic characteristics can be seen as strengths that benefit the individuals and the whole company. Future research should explore how different cultures influence these experiences and evaluate whether similar findings apply to other jobs. We also need to study how embracing neurodiversity in the workplace can create environments that help autistic individuals do well in their careers.

Background: The SCERTS (social communication, emotional regulation, and transactional support) is a comprehensive, evidence-based, multidisciplinary educational approach that addresses the core challenges faced by autistic children. For optimal social and developmental outcomes, young autistic children need to participate in general education settings and receive comprehensive intervention. However, few studies have explored the feasibility and effectiveness of integrating the SCERTS approach into the general education curriculum in inclusive preschools. This experimental study examined the effectiveness of the SCERTS approach (Prizant et al., 2006a, b) by developing a support program consisting of teacher education and on-site implementation support for comprehensive SCERTS-based treatment for autistic children in inclusive South Korean preschools. Method: A total of 22 pairs of special education teachers and autistic children aged 3-5 were divided into an experimental group and a control group. The teachers completed an efficacy survey, and the children underwent Social Communication Questionnaire (SCQ), K-Vineland Adaptive Behavior Scales II (K-VABS-II), and Psychoeducational Profile-Revised (PEP-R) assessments before and after the intervention. Results: Following the intervention, teachers in the experimental group reported a greater sense of efficacy compared to the control group (t = 2.98, p < .01). For autistic children, a significant group difference was found for the PEP-R (t = 3.50, p < .01), but not in the SCQ and K-VABS-II assessments. Conclusion: The support program was effective in enhancing teacher efficacy and autistic children's development. These findings support the feasibility and effectiveness of implementing SCERTS-based practices in Korean inclusive education settings.

This mixed-methods study examines how contact with Autistar, a Korean company providing strength-based, institutional-level support to autistic designers, is associated with stigma toward autistic people. One-hundred thirty-eight non-autistic community members completed an online survey; mixed-effects and stepwise regression analyses assessed relationships between contact with Autistar and stigma. Focus group interviews with 11 participants drawn from this full survey sample who had extensive contact with Autistar were analyzed using qualitative content analysis. Quantitative analyses indicated that greater contact breadth with Autistar was linked to lower stigma. In particular, participation in exhibitions and introduction by acquaintances predicted lower stigma. Qualitative analysis revealed that sustained and informed contact, which allowed participants to notice similarities between themselves and autistic employees and the strengths of these employees, helped them view autistic people as part of their ingroup. This study linked contact theory and ingroup bias theory to explain how high-quality contact may be associated with perceiving autistic people as part of one's ingroup. The findings underscored the societal impact of an inclusive employment model, which extends beyond individual interactions to influence societal attitudes, and suggested the need for further research on systemic policies to expand such initiatives.Lay abstract Autistic people often face stigma, meaning they are treated unfairly or seen as different in a negative way. This stigma can make it difficult for them to find jobs, build relationships, and fully participate in society. This study looks at how Autistar may help change the way people think about autism. Autistar is a South Korean company that hires and supports autistic designers. We wanted to understand if seeing and interacting with Autistar and autistic designers at Autistar could help reduce stigma. To do this, we surveyed 138 non-autistic people who had some level of contact with Autistar. We asked about their experiences and attitudes toward autistic people. We also conducted group interviews with 11 participants who had more experience with the company to get deeper insights. Quantitative analysis showed that people who had more interactions with Autistar reported more positive attitudes. The results from the interviews showed that seeing autistic people's talents helped break stereotypes. Seeing autistic people at exhibitions, learning about them, or meeting them through friends and family was linked to less stigma. Some participants said they no longer saw autistic people as "different" but as part of the same world with valuable skills. Participants were more comfortable working with or spending time with autistic people than before interacting with autistic employees of Autistar. This study shows that inclusive workplaces like this can help change how people think about autism. By creating more job opportunities with proper support for autistic people, we may be able to build a more inclusive society.

연구목적: 본 연구는 자폐 성인의 직장생활 경험을 듣기 위한 목적으로 실시되었다. 연구방법: 강점 기반 회사를 다니는 자폐인 5명이 참여하였으며 포토보이스 연구 방법을 적용하여 직장생활 관련 다섯 가지 활동 주제에 대한 경험을 사진으로 촬영하고, 사진을 보며 그룹 토의를 진행하였다. 수집한 자료는 Wang과 Burris(1997)의 3단계 분석 방법에 따라 분석하였다. 연구결과: 다섯 가지 활동 주제 '내가 하는 일', '나의 직장 동료', '퇴근 후 나의 일상', '내가 버는 돈', '나의 미래'에 따라 총 19개의 하위 주제가 도출되었다. 결론: 결과를 바탕으로 강점 기반 고용의 중요성, 경제교육과 미래 준비를 위한 지원의 필요성, 자폐인 당사자 연구참여의 중요성에 대해 논의하였다.

The purpose of this study is to examine research trends and intervention characteristics of international single-subject studies that have implemented daily living skills interventions for children and adolescents with ASD; in addition, we explore implications for the Independent Living domain of the Daily Living Activities Curriculum in Korean educational settings. The method used is a total of 19 relevant articles published internationally from 2013 to 2023 were selected to both analyze the overall research trends and intervention characteristics and examine the content elements and activities of the Independent Living domain in the 2022 Revised Special Education Curriculum of Daily Living Activities. The results are as follows: First, interventions were mainly conducted with young children, with many of the studies targeting the personal life domain of daily living skills. Second, interventions reflected the diverse neuropsychological characteristics of ASD, with many studies utilizing technology devices. Third, when analyzed in relation to the Independent Living domain of the Daily Living Activities in the 2022 Revised Special Education Curriculum, the majority of studies focused on personal independence. In conclusion, based on the findings of this study, directions and implications for further research on daily living skills interventions for children and adolescents with ASD in Korea are discussed.

The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children.

본 연구는 자폐 범주성 장애 영아의 사회 의사소통 발달을 지원하기 위해 놀이 중심의 자연적 발달적 행동적 중재(Naturalistic Developmental Behavioral Intervention: 이하 NDBI) 부모교육 프로그램을 개발하고 적용하여 부모의 놀이 상호작용 행동과 영아의 사회 의사소통 및 적응행동에 미치는 영향을 살펴보고자 하였다. 놀이 중심의 NDBI 부모교육 프로그램은 부모가 자녀의 장애와 발달에 대한 이해를 바탕으로 발달에 적합한 부모-자녀 놀이 상호작용 안에서 NDBI 전략을 사용할 수 있도록 5회기 소집단 교육과 9회기 개별 놀이 지원으로 개발되었다. 부모교육 프로그램의 효과를 평가하기 위해 단일 집단 사전사후검사설계로 10쌍의 자폐 범주성 장애 영아(26-33개월)와 부모에게 원격으로 프로그램을 적용한 결과 놀이 중심의 NDBI 부모교육에 참여한 부모의 놀이 상호작용 행동과 자폐 범주성 장애 영아의 사회 의사소통, 적응행동 모두 사전과 사후 검사에서 유의한 변화를 보였다. 이러한 결과는 놀이 중심의 NDBI 부모교육 프로그램이 자폐 범주성 장애 영아와 부모를 지원하는 데 유용하게 사용될 수 있음을 시사한다.

Children with non-verbal autism spectrum disorder(ASD) have difficulties with social interaction and social development because of their limited verbal expression. Early intervention for children with non-verbal ASD has been shown to significantly improve their communication skills and reduce their ASD symptoms. Therefore, the aim of this study was to explore the trends in early communication intervention programs for children with non-verbal ASD overseas and to discuss the practicality of applying them in Korea. The results of the study showed that a total of 22 relevant studies were conducted between 1998 and 2023. Most of the studies were single-subject studies, and 45.5% of the studies involved parents as interventionists. In 68.2% of the studies trained interventionists, including parents, reported that the most important target skills were found to be verbal communication, joint attention and eye contact. Based on these findings, practical implications for national early intervention programs are discussed herein.

Executive function, a cognitive ability closely related to the core deficit areas of autism spectrum disorders, necessitates a thorough understanding of every child’s profile and provision of appropriate support. This study aimed to review the latest research trends and analyze the interventions targeting the enhancement of executive function in children with autism spectrum disorders. In accordance with the criteria, a total of 29 experimental studies were selected. An overview of general characteristics and a detailed analysis of specific intervention attributes were conducted. Executive function intervention studies among children with autism spectrum disorders have been underway since 2004, mostly in the fields of psychology and psychiatry, targeting primary school-aged children with high functioning autism spectrum disorders. The most used interventions were cognitive behavioral/instructional strategies (CBIS) and exercise and movement (EXM). Notably, a high proportion of interventions were used to facilitate flexibility and inhibition subcategories of the executive function. Based on the findings, the future directions and educational implications regarding intervention aimed at enhancing executive function in children with autism spectrum disorders were discussed.

이 연구는 통합교육 현장에서의 자폐 범주성 장애 유아를 위한 종합적 중재 모델의 실행 지원 방안을 모색하기 위해 실시되었다. 이를 위해 SCERTS 실행 지원 프로그램에 참여한 11명의 통합유치원 유아특수교사를 대상으로 심층면담을 실시하고 지속적 비교 분석법(constant comparative method)을 사용하여 그 내용을 분석함으로써 교사들의 실행 지원 프로그램 참여 및 SCERTS 실행과 관련된 경험과 인식을 살펴보았다. 면담내용을 분석한 결과 (1) 교사가 배우고 실천한 SCERTS, (2) 통합유치원에서 경험한 SCERTS, (3) 통합유치원에서의 SCERTS 실행을 위한 지원 요구라는 3개의 상위주제가 도출되었다. 이에 따른 7개의 하위주제로 ‘SCERTS 실행 지원 프로그램 참여 경험, 통합유치원에서의 SCERTS 실행 노력, 교사가 인식한 SCERTS 특성, SCERTS 실행을 통해 경험한 변화, 통합유치원에서의 SCERTS 실행 어려움, SCERTS 실행을 위한 교사 역량강화, 통합유치원에서의 ASD 유아 지원’이 도출되었다. 이와 같은 결과를 바탕으로 ASD 유아 지원을 위한 교사 역량 강화 방안과 통합교육 현장에서의 SCERTS 적용 가능성에 대해 논의하였다.

Autism spectrum disorder (ASD) exhibits as many intellectual levels and functions as different levels of the spectrum. The purpose of this study was to find the cognitive characteristics of children with ASD through the analysis of the K-WISC-IV profile, an intelligence test conducted for participants in the K-CARS 2 standardization study. According to the criteria of K-CARS 2, the ASD group was classified into groups (standard, high-functioning) based on IQ of 80, and the subjects were 141 people aged 8-15 years (78 ASD; standard 50, high-functioning 28, 24 typical development children, and 39 clinical children). In this study, we first analyzed the overall intelligence quotient (FSIQ) of the K-WISC-IV, the average of the index scores, and the profile pattern. Second, the effect of the index scores of children with standard and high-functioning ASDs on the overall intelligence was examined. Third, an analysis was conducted to determine whether there is a meaningful difference between the IQ or subtest according to ASD, typical development children or clinical children. Finally, the correlation between autism symptoms and cognitive profile index scores of children with ASD was analyzed. Through the results of this study, it was possible to identify the cognitive characteristics shown through the K-WISC-IV profile of children with ASD, and there were parts that were consistent with previous studies such as the superiority of perceptual reasoning index scores by analyzing the research results. There are some parts that show differences from previous studies, so this has been dealt with in the discussion.

Background: We aimed to evaluate the psychometric properties of the Korean version of the Childhood Autism Rating Scale Second Edition (K-CARS2), which is composed of the Standard Version (K-CARS2-ST) and the High Functioning Version (K-CARS2-HF).Method: A total of 340 participants were included in this study. We assessed 145 participants (aged 2-36 years, 78.0% male) for K-CARS2-ST and 65 participants (aged 6-36 years, 81.5% male) for K-CARS2-HF, all participants were clinically diagnosed with autism spectrum disorder (ASD). We also assessed 130 participants as a control group (62 with a clinical diagnosis other than ASD and 68 without any clinical diagnosis).Results: The results demonstrated that the K-CARS2 showed a high degree of internal consistency, inter-rater reliability, and test-retest reliability. In terms of correlations between the instruments, the results showed significant positive correlations. Factor analysis revealed a four-factor struc-ture for K-CARS2-ST and a three-factor structure for K-CARS2-HF. To determine the discriminant validity, a discriminant analysis for between-group comparisons was conducted with the ASD and the control groups. The sensitivity and specificity values were both 100 for K-CARS2-ST and 100 and 96.0 for K-CARS2-HF, respectively.

「2019 개정 누리과정」시행에 따라 특수교육대상유아를 지원하는 유아특수교육 현장에서도 새로운 교육과정이 적용되고 있다. 이에 본 연구에서는「2019 개정 누리과정」운영에 따른 통합유치원 유아특수교사의 특수교육대상유아 지원 경험과 인식에 대해 살펴봄으로써 이들의 경험을 다각적인 측면에서 분석하고 이에 따른 지원 요구를 알아보고자 하였다. 이를 위해 통합유치원에서 근무하는 유아특수교사 12명을 대상으로 포커스 그룹 면담을 실시하였고, 그 내용을 질적으로 분석한 결과 4개의 대주제와 이에 따른 10개의 하위주제가 도출되었다. 대주제는 (1) 개정 누리과정, 변화의 시작, (2) 개정 누리과정의 실행, (3) 개정 누리과정의 성과, (4) 유아특수교사의 지원 요구이며, 하위주제는 ‘유아 중심 교육과정’, ‘놀이 중심 교육과정’, ‘교사의 인식과 태도 변화’, ‘유아특수교사의 고민’, ‘유아특수교사의 노력’, ‘일반 유아의 변화’, ‘특수교육대상유아의 변화’, ‘사회적 통합 증진’, ‘교사 역량 강화’, ‘제도적 지원’으로 나타났다. 연구 결과를 바탕으로「2019 개정 누리과정」의 성과 및 유아특수교사의 역할, 성공적인 실행을 위한 지원 요구 등에 대해 논의하였다.